Create a Wordle cover for you Interactive Notebook. wordle.net
Writing Research and Oral Skills
Each Thursday and Friday, students will spend time working on selected sections of the Senior-Graduation Project/Product. In addition, students will complete weekly-assigned essays.
Poetry Analysis and Oral Presentations
Seniors may opt to participate in Poetry Out Loud. Whether they participate in Poetry Out Loud or not, they are still required to memorize two selected poems and complete a TPCASTT analysis of each poem in his or her Senior Interactive Notebook.
Part 1 – Senior Interactive Notebook Lessons Unit 1 – From Legend to History: The Old English and Medieval Periods (A.D. 449 – 1485) Anglo-Saxons had a strong sense of community. Their water was polluted; therefore, they drink mead within the mead hall. The fellowship and community of the mead-hall was important to a man. All that seemed good and that gave a man his identity was tied up with home and community. Within each poem Judea-Christian element are present, and one sees a transition from the Pagan world toward Christian elements. Read through the lesson overview, lesson plan, and the practice grammar.pdf, practice Lit. test.pdf, and the practice Seafarer Test.pdf to master the information before the Summative Assessment.
Build Skills: Read and discuss the following Anglo-Saxon-elegiac poems READ and DISCUSS “The Seafarer” * “The Wanderer” – Although he (the seafarer or the wanderer) is drawn to life at sea, the speaker still sees this kind of life as a form of exile.
“The Seafarer”, translated by Burton Raffel * “The Wanderer”, translated, page 1
“The Wife’s Lament”- The woman’s husband tells her to move her home, even though she has few loved ones there.
“The Wife’s Lament”, translated by Ann Stanford
Preview, 3
Build Skills: from Beowulf – Translated by Burton Raffel – An Epic Poem
The Anglo Saxons liked stories about people who were “larger than life”. They like to believe that evil will always be defeated, and the Anglo Saxons honored doing good deeds over bad behavior.
The Wrath of Grendel * The Monsters’ Lair * The Battle with Grendel’s Mother * The Last Battle * The Spoils * The Farewell with the Preview and Note-taking Guide, page 6
Setting: Kingdom of the Danes Problem: Grendel has been killing Hrothgar’s men Goal: To get rid of Grendel
The Coming of Beowulf * theBattlewith Grendel with the Preview and Activate Prior Knowledge Literary Analysis along with a Reading Strategy, page 7 - 14
Use this intro. lesson to begin your journey, as an observer, with the twenty-nine piligrims, the host (Harry Bailey) and Chaucer (the poet) onward to the holy shrine of Sir Thomas a' Becket, Arch Bishop of Canterbury.
Once we have completed The Prologue to Chaucer's The Canterbury Tales, you will use this packet to write an argumentative essay using rhetoric.
ELLs and students will learn to write an argue using rhetorical language.
Select two pilgrims to describe. Each piligrim is highlighted in yellow in The Prologue. Work in Small Groups. Learners will recognize character traits seen in the text.
Read and Discuss: The Prologue from The Canterbury Tales selection, pages 27 - 38
Apply the Skills: The Prologue from The Canterbury Tales, page 39 Build Skills: The Pardoner’s Tale from The Canterbury Tales by Geoffrey Chaucer, page 40
Read Silently - Pages 204 -207; "Speaking Memories" and from "My Furthest-Back Person" (The inspiration for the movie Roots) by Alex Haley. Do questions 1. and 2. located on page 207 on the same sheet of paper where you will write a short Autobiographical Narrative (story) Follow the directions on pages 210 - 211. Click this link for Unit 2
On page 218 - 219 See SAT Prep ACT High-Frequency Academic Words and Critical Reading Sequential Order Practice: Complete boh pages on 1 sheet of paper labelled SAT PREP.Benchmark Test 2
Bloom's Taxonomy Revised
http://assets.pearsonschool.com/asset_mgr/current/201112/PED_PHLIT_CCS_G12.pdf Common Core Standards Use in correlation for Prentice Hall Lit.
Interactive Notebooks
wordle.net
Writing Research and Oral Skills
Each Thursday and Friday, students will spend time working on selected sections of the Senior-Graduation Project/Product. In addition, students will complete weekly-assigned essays.
Poetry Analysis and Oral Presentations
Seniors may opt to participate in Poetry Out Loud. Whether they participate in Poetry Out Loud or not, they are still required to memorize two selected poems and complete a TPCASTT analysis of each poem in his or her Senior Interactive Notebook.
//Poetry Out Loud//: National Recitation Project
From a competitive field of more than 365000 students nationwide, 16-year-old Youssef Biaz of Auburn, Alabama, won the title of 2011 Poetry Out Loud
Reading
Unit Concept Map, Page 1
Standards:
Diagnostic Test 1, Page 2 - 4
Unite Introduction: Names and Terms to Know, Page 5
Unit Introduction Focus Questions, Page 6
Part 1 – Senior Interactive Notebook Lessons
Unit 1 – From Legend to History: The Old English and Medieval Periods (A.D. 449 – 1485)
Anglo-Saxons had a strong sense of community. Their water was polluted; therefore, they drink mead within the mead hall. The fellowship and community of the mead-hall was important to a man. All that seemed good and that gave a man his identity was tied up with home and community. Within each poem Judea-Christian element are present, and one sees a transition from the Pagan world toward Christian elements. Read through the lesson overview, lesson plan, and the practice grammar.pdf, practice Lit. test.pdf, and the practice Seafarer Test.pdf to master the information before the Summative Assessment.
Vocab. & Rading Warm-Ups, page 7
Literary Analysis: Anglo-Saxon Lyric Poetry, Page 11
Reading Strategy: Connecting to Historical Content, page 12
Vocabulary Builder, page 13
Grammar and Syle: Compound Predicates, page 14
Support for Writing Lesson, page15
Support for Extend Your Learning, page 16
Enrichment Social Studies, page 17
Selection Test A, page 21
From the Translator's Desk: Burton Raffel, page 24
Listening and Viewing: Burton Raffel, page 25
Build Skills: Read and discuss the following Anglo-Saxon-elegiac poems
READ and DISCUSS “The Seafarer” * “The Wanderer” – Although he (the seafarer or the wanderer) is drawn to life at sea, the speaker still sees this kind of life as a form of exile.
“The Seafarer”, translated by Burton Raffel * “The Wanderer”, translated, page 1
Preview, page 2
[PPT]
stantoro/britlitslides.//ppt//
https://www2.bc.edu/~stantoro/britlitslides.ppt
“The Wife’s Lament”- The woman’s husband tells her to move her home, even though she has few loved ones there.
“The Wife’s Lament”, translated by Ann Stanford
Preview, 3
Apply the Skills, page 4
Build Skills: from Beowulf – Translated by Burton Raffel – An Epic Poem
The Anglo Saxons liked stories about people who were “larger than life”. They like to believe that evil will always be defeated, and the Anglo Saxons honored doing good deeds over bad behavior.
INTERACTIVE NOTEBOOK ACTIVITIES
Graphic Organizer, page 5
The Wrath of Grendel * The Monsters’ Lair * The Battle with Grendel’s Mother * The Last Battle * The Spoils * The Farewell with the Preview and Note-taking Guide, page 6
Setting: Kingdom of the Danes
Problem: Grendel has been killing Hrothgar’s men
Goal: To get rid of Grendel
The Coming of Beowulf * theBattlewith Grendel with the Preview and Activate Prior Knowledge Literary Analysis along with a Reading Strategy, page 7 - 14
Apply the Skills, page 15
Build Skills: from A History of the English Church and People from The Anglo-Saxon Chronicle, page 16
Read and Discuss from A History of theEnglishChurch and People Bede Preview – Translated by Lee Sherley-Price, page 17-18
Read and discuss from The Anglo-Saxon Chronicle Preview – Translated by Anne Savage, 17-18
Apply Skills, page 19
at B. Vogt's class Create a linoit note about what you have learned about the Senior-graduation project or the Anglo-Saxon and more.
Reading Informational Materials
Maps, page 20 - 24
ELLs and students will learn to write an argue using rhetorical language.
Read and Discuss: The Prologue from The Canterbury Tales Preview, page 26
Apply the Skills: The Prologue from The Canterbury Tales, page 39
Build Skills: The Pardoner’s Tale from The Canterbury Tales by Geoffrey Chaucer, page 40
Build Skills: The Wife of Bath’s Tale from The Canterbury Tales by Geoffrey Chaucer, page 43
Preview and Apply Skill, pages 44 - 45
Build Skills: from Sir Gawain and the Green Knight from Morte d’ Arthur, page 46
Read and Discuss: from Sir Gawain and the Green Knight, translated by Marie Borroff Preview, page 47
Read and Discuss: from Morte d’ Arthur Preview, page 48
Selection, page 49 - 56
Apply the Skills, page 57
Build Skills: Letters of Margaret Paston and the Anglo Saxon Ballads: Twa Corbies * Lord Randall * Get Up and Bar the Door * Barbara Allan, page 58
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3, Go to linoit.com and post your voki link that was copied and e-mail your voki when you have completed both your tabloid and your avatar.4. Go to myvocabulary.com and complete unit one, copy and e-mail to me.
Using the bio cube link below, take the name of the author you selected, research information and complete the bio cube.
http://www.readwritethink.org/files/resources/interactives/bio_cube/
Edmund Spenser
Complete a bio cube
Christopher Marlowe
Complete a bio cube
Sir Walter Raleigh
Complete a bio cube
William Shakespeare
Complete a bio cube
Francesco Petrarch
Complete a bio cube
Pablo Neruda
Complete a bio cube
Sir Thomas More
Complete a bio cube
Queen Elizabeth I
Complete a bio cube
John Donne
Complete a bio cube
Ben Jonson
Complete a bio cube
Andrew Marvell
Complete a bio cube
Robert Herrick
Complete a bio cube
John Milton
Complete a bio cube
Daniel Defoe
Complete a bio cube
Jonathan Swift
Complete a bio cube
Samuel Johnson
Complete a bio cube
Thomas Gray
Complete a bio cube
Confucius
Complete a bio cube
Thomas Jefferson
Complete a bio cube
Robert Burns
Complete a bio cube
William Blake
Complete a bio cube
Mary Wollstonecraft Shelley
Complete a bio cube
Edgar Allan Poe
Complete a bio cube
William Wordsworth
Complete a bio cube
Samuel Taylor Coleridge
Complete a bio cube
George Gordon Lord Byron
Complete a bio cube
Percy Bysshe Shelley
Complete a bio cube
John Keats
Complete a bio cube
Senior Lesson Plans Unit 1.doc
Letters of Margaret Paston by Margaret Paston Preview, page 59
Read and Discuss the Anglo Saxon Ballads: Twa Corbies * Lord Randall * Get Up and Bar the Door * Barbara Allan Preview, page 60
Apply Skills, page 61
Read Silently - Pages 204 -207; "Speaking Memories" and from "My Furthest-Back Person" (The inspiration for the movie Roots) by Alex Haley.
Do questions 1. and 2. located on page 207 on the same sheet of paper where you will write a short Autobiographical Narrative (story) Follow the directions on pages 210 - 211.
Click this link for Unit 2
On page 218 - 219 See SAT Prep ACT High-Frequency Academic Words and Critical Reading Sequential Order Practice: Complete boh pages on 1 sheet of paper labelled SAT PREP.Benchmark Test 2